(Skkn 2023) the implementation of project based learning in the english language classroom for 10th graders

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN THE ENGLISH LANGUAGE CLASSROOM FOR 10 TH GRADERS Doluong, April 24

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

EXPERIENCE INITIATIVE

THE IMPLEMENTATION OF PROJECT-BASED LEARNING

IN THE ENGLISH LANGUAGE CLASSROOM FOR 10 TH

GRADERS

Doluong, April 24, 2023

CONTENTS

PART I: INTRODUCTION 1

1.1 Rationale 1

1.2 The new factors of the research 2

1.3 The scopes and objectives of the research 2

1.4 Organization of the research 3

1.5 Research methodology 3

PART II: CONTENT OF THE RESEARCH 5

2.1 Theoretical basis 5

2.2 The practical basis 6

2.3 The solutions 9

2.3.1 Process to do projects 9

2.3.2 Procedure of doing projects in some lessons in the 10th textbook, Global Success 10

2.4 The effectiveness of the research 20

PART III CONCLUSION AND SUGGESTIONS 23

3.1 Conclusion 23

3.2 Suggestions 23

APPENDIX 1 25

APPENDIX 2 25

APPENDIX 3 29

APPENDIX 4 41

REFERENCES 49

PART I: INTRODUCTION

1.1 Rationale

Although „project‟ is not a new term that has recently „knocked for admittance

at the entrance of educational terminology‟ (Kilpatrick, 1918) and project-based learning (PBL) is not a new or revolutionary idea in education Never before has PBL gained such a great position in the classroom and such a high reputation in enhancing educational quality and effectiveness as today Schools currently are very concerned about inspiring the shift from teacher-centered to learner-centered approach of teaching and learning Additionally, PBL is brought not only into the classroom for undergraduates majoring in natural sciences and social sciences but also into the second and foreign language classroom Although in second and foreign language teaching, the application of PBL is a relatively new trend, compared with the usage of this method of teaching in other fields, interest in PBL and its integration into second language is growing around the world

In Vietnam, PBL has been receiving more and more interest in recent years, even in the English language classroom Projects can be wonderful teaching tools They can allow for a more student-centered environment, where teachers can guide students in their learning instead of using lectures to provide them with information At Doluong I High School, the word „project‟ has become more and more familiar to both teachers and students Students are strongly encouraged and supported to conduct research projects right from 10th grade However, while most teachers have been using PBL in their language lessons for a long time, a few of them still find it a new way of working and are reluctant in making a change

There are several reasons why the implementation of project-based learning in the English language classroom for 10th graders is an important and valuable pursuit Firstly, project-based learning is an innovative and engaging approach to teaching and learning that encourages active participation and collaboration among students This approach can help to cultivate critical thinking, problem-solving, and communication skills, which are essential for success in both academic and professional settings

Secondly, project-based learning can be an effective way to promote language acquisition and development By engaging in meaningful and authentic projects, students are exposed to a range of vocabulary, grammar structures, and language functions in context, which can enhance their overall language proficiency

Thirdly, project-based learning can help to foster a sense of ownership and autonomy among students, as they take on responsibility for their own learning and work towards achieving their project goals This can lead to increased motivation and engagement, as well as a deeper understanding and retention of the material

Finally, the implementation of project-based learning in the English language classroom for 10th graders can align with broader educational goals and objectives, such as promoting cross-curricular connections, developing 21st-century skills, and encouraging lifelong learning By providing students with opportunities to apply their language skills in meaningful and relevant ways, project-based learning can support their overall academic and personal growth

After considering all the reasons above, I boldly conducted a study on “The implementation of project-based learning in the English language classroom for

10th graders.”

1.2 The new factors of the research

Project-based learning has had the reputation of being important in bettering students‟ study When learners work together on projects, they can solve problems and carry out projects that are similar to what they will later have to do outside the classroom Moreover, they can also develop many of the skills desired by today's employers, including the ability to work well with others, make thoughtful decisions, and solve complicated problems

1.3 The scopes and objectives of the research

+ In terms of scope of the study:

 The study will focus on 10th graders in English language classrooms

 The study will explore the implementation of project-based learning as an alternative approach to traditional classroom instruction

 The study will examine the impact of project-based learning on students' language acquisition, engagement, and collaboration

+ The objectives of the study:

 To investigate the effectiveness of project-based learning in facilitating students' language acquisition in the English language classroom

 To examine the impact of project-based learning on students' motivation, engagement, and ownership of the learning process

 To explore the role of collaboration and communication in project-based learning, and how these skills can be developed in the English language classroom

 To identify the key factors that contribute to successful implementation of project-based learning in the English language classroom, and any challenges or barriers that may arise

 To provide practical recommendations for educators and policymakers on how to effectively implement project-based learning in the English language classroom

1.4 Organization of the research

The structure of a study on the implementation of project-based learning in the English language classroom for 10th graders will include:

 Introduction: This section should provide an overview of the research problem, the rationale for the study, and the research questions It should also include a brief literature review that highlights the theoretical and empirical background of the study

 Methodology: This section should describe the research design, sample, data collection procedures, and data analysis methods It should also discuss any potential limitations or ethical considerations of the study

 Results: This section should present the findings of the study, including any quantitative or qualitative data, as well as any relevant statistical analyses or visualizations It should also interpret the results in relation to the research questions and relevant literature

 Discussion: This section should provide a critical analysis of the study's findings, including their implications for theory, practice, and future research It should also discuss any limitations of the study and suggest directions for future research

 Conclusion: This section should summarize the main findings and contributions of the study, as well as any practical implications for educators or policymakers

 References: This section should list all the sources cited in the study, following a specified citation style

 Appendices: This section may include any supplementary materials, such

as survey instruments, interview protocols, or data tables, that are not included in the main text

Case study: This methodology involves selecting one or more English language classrooms that have implemented project-based learning and analyzing their language acquisition, engagement, and collaboration outcomes The study could use interviews with teachers and students, classroom observations, and student

work samples to gather data

Mixed-methods design: This methodology involves using both qualitative and quantitative methods to explore the research questions For example, the study could use surveys and tests to gather quantitative data on language acquisition and engagement, as well as interviews and observations to gather qualitative data on collaboration and the implementation of project-based learning

Action research: This methodology involves engaging teachers and students in the research process to collaboratively explore the effectiveness of project-based learning in the English language classroom The study could involve teachers designing and implementing project-based learning activities, collecting data on student outcomes, and reflecting on the effectiveness of the approach

Systematic review: This methodology involves conducting a comprehensive review of existing literature on project-based learning in the English language classroom and synthesizing the findings to draw conclusions and identify gaps in the research The study could involve searching for and analyzing relevant studies using specific inclusion and exclusion criteria, and using meta-analytic techniques

to synthesize the results

PART II: CONTENT OF THE RESEARCH

2.1 Theoretical basis

a Definition of PBL

Project-based learning (PBL) is an educational approach in which students learn by actively engaging in a real-world, multidisciplinary project that requires them to use critical thinking, problem-solving, collaboration, and communication skills In PBL, students work in teams to explore a complex question, problem, or challenge, and then design and implement a project that addresses this issue The project is typically guided by a driving question that helps students to focus their inquiry and problem-solving efforts PBL often involves a combination of research, experimentation, and reflection, and may culminate in a final presentation

or product that demonstrates students' learning and growth PBL is designed to be student-centered, with teachers serving as facilitators and coaches, rather than lecturers or authority figures PBL is often used to promote deep learning and to help students develop skills that are relevant to real-world challenges and careers

Of the communicative language teaching methods, PBL stands as the most student-centered Although the introduction of projects into the classroom has long been studied, there is no one accepted definition of PBL PBL has been looked at from different perspectives and thus, defined in different ways PBL can be defined

as „a comprehensive instructional approach to involve students in sustained, cooperative investigation‟ (Bransford and Stein, 1993, as quoted in Houghton Mifflin‟s), an instructional method which „is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics‟ (Grant, 2002), or „a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem-solving and other meaningful tasks, allows students to work autonomously to construct their own learning, and culminates in realistic, student-generated products‟ (Buck Institute for Education)

b Benefits of PBL

According to Buck Institute for Education (2007), the advent of a methodology called PBL is the result of two significant developments over the last several decades They are the revolution in learning theory and the need for education to adapt to a changing world Research has demonstrated that learners need more than just passively receiving traditional direct instruction; they also need to actively make use of what they know and what they learn to explore, discuss, solve, and create, as a Chinese proverb says, „Tell me and I forget Show me and I remember Involve me and I understand.‟ The most successful learners have the most developed learner strategies and the goals of education have been to develop self-sustaining, autonomous learners who can continue learning outside the classroom

No one can deny the vital role that this development plays in the history of

teaching and learning Yet it is the second development that promotes the increasing popularity of PBL

2.2 The practical basis

a In terms of teachers

+ Advantages for teachers:

 Flexibility: Teachers can design projects to meet specific learning objectives and tailor them to the needs and interests of individual students

 Engaging: Projects can be more interesting and engaging for both teachers and students, making the learning process more enjoyable and memorable

 Assessment: Projects can provide a more comprehensive and authentic assessment of student learning than traditional assessments, such as tests and quizzes

 Collaboration: Projects can encourage collaboration among students, and allow teachers to facilitate group work and encourage communication

+ Disadvantages for Teachers:

 Time-Consuming: Creating and implementing projects can be consuming and require significant planning and preparation

time- Limited resources: Depending on the project, it may require specific resources, such as technology or materials, that may not be readily available

 Assessment: It can be challenging to assess individual student progress and assign grades for group projects

b In terms of learners:

+ Advantages for Learners:

 Active Learning: Projects can engage learners in active learning, allowing them to take a more hands-on approach to learning and promoting critical thinking and problem-solving skills

 Relevance: Projects can be designed to be relevant to students' lives and interests, making learning more meaningful and enjoyable

 Collaboration: Projects can promote collaboration and teamwork, allowing learners to work together and share ideas

 Self-directed learning: Projects can encourage self-directed learning, giving learners more autonomy and control over their learning process

+ Disadvantages for Learners:

 Time-Consuming: Projects can be time-consuming, and learners may struggle to balance project work with other responsibilities

 Difficulty: Depending on the project, it may be challenging, and learners may need additional support or guidance from teachers

 Assessment: Group projects can be challenging to assess, and learners may

be graded based on the work of others rather than their individual contributions

Overall, while projects can offer many advantages for both teachers and learners, they can also pose some challenges, such as time management and assessment It is essential to consider these advantages and disadvantages when deciding whether to use projects as a learning approach for English language learning

c The surveys and tests to gather quantitative data on language acquisition and engagement

- To decide the necessity of the study, I have carried out the survey and test to assess the students‟ engagement in project lesson as well as students‟ language level The survey and the test have applied on 20 English teachers

Here are the findings of the survey: (APPENDIX 1)

The pie chart of the survey on 20 teachers of English who were asked whether they have ever taken part in a project-based learning class would show that the vast majority, or 95% of the teachers, answered "Yes." The remaining 5% of the teachers answered "No." The pie chart would visually represent these percentages

as a circle divided into two segments, with the "Yes" segment representing the larger portion of the circle, and the "No" segment representing the smaller portion

of the circle

The pie chart of the survey on 20 teachers of English who were asked about their opinion on project-based learning class would show that the majority, or 75%

of the teachers, answered "Very useful." Another 20% of the teachers answered

"Quite useful," and the remaining 5% of the teachers answered "Relatively useful." The pie chart would visually represent these percentages as a circle divided into three segments, with the "Very useful" segment representing the largest portion of the circle, followed by the "Quite useful" segment, and the "Relatively useful" segment being the smallest

The pie chart of the survey on 20 teachers of English who were asked about their opinion on the suitability of project-based learning class would show that the majority, or 55% of the teachers, answered "Very suitable." Another 40% of the teachers answered "Quite suitable," and the remaining 5% of the teachers answered

"Relatively suitable." The pie chart would visually represent these percentages as a circle divided into three segments, with the "Very suitable" segment representing

the largest portion of the circle, followed by the "Quite suitable" segment, and the

"Relatively suitable" segment being the smallest

The pie chart of the survey on 20 teachers of English who were asked about the benefits of project-based learning class for students would show that the majority,

or 80% of the teachers, answered "All of the benefits." 15% of the teachers answered that project-based learning class creates logical thinking and creativity, and the remaining 5% of the teachers answered that project-based learning class enhances communicative skills and group working The pie chart would visually represent these percentages as a circle divided into three segments, with the "All of the benefits" segment representing the largest portion of the circle, followed by the

"Creates logical thinking and creativity" segment, and the "Enhances communicative skills and group working" segment being the smallest It is notable that no teachers answered that project-based learning class helps students apply theory into practice

2.3 The solutions

2.3.1 Process to do projects

- To do projects, teachers and students are supposed to follow the following steps:

 Determine the learning objective: The first step in creating a project lesson

is to determine the learning objective or the skill you want your students to develop This could be a particular topic, skill, or competency that you want your students to understand and be able to apply

 Develop a project idea: Once you have determined the learning objective, you need to develop a project idea that will help your students achieve it This could be a real-world problem, a challenge, or an activity that is relevant to the learning objective

 Create a project plan: Once you have the project idea, you need to create a

project plan This should include the steps that the students will take to complete the project, the timeline, the resources needed, and the assessment criteria

 Determine the necessary resources: Depending on the nature of the project, you may need to gather resources such as books, videos, or online materials to help your students complete the project Make sure to provide clear instructions on how

to access and use these resources

 Create assessment criteria: In order to measure the success of the project, you need to create assessment criteria This should be based on the learning objective and should measure how well the students have achieved it

 Provide clear instructions: Once you have all the elements in place, provide clear instructions to your students on how to complete the project This should include a detailed explanation of the project idea, the project plan, the resources needed, and the assessment criteria

 Support and monitor progress: As your students work on the project, it is important to provide support and monitor their progress This could include answering questions, providing feedback, and making adjustments to the project plan if necessary

 Evaluate and reflect: Once the project is complete, evaluate the success of the project based on the assessment criteria This will help you determine if the learning objective was achieved and identify areas for improvement Finally, reflect on the process and make adjustments as needed for future project lessons

2.3.2 Procedure of doing projects in some lessons in the 10 th textbook, Global Success

a Project in lesson 1: Family life

+ Objective: By the end of this lesson, students will be able to:

 Understand the significance of Family Day in Vietnam and other countries

 Identify similarities and differences in how Family Day is celebrated in different cultures

 Appreciate the importance of family and the value of family traditions and customs

+ Materials:

 Projector or smartboard

 Laptop or computer with internet access

 Handouts with information about Family Day in Vietnam and other countries

 Writing utensils

- Body:

 Presentation

 Use the projector or smartboard to present the information gathered in the research phase of the project, highlighting the origins, customs, and traditions of Family Day in Vietnam and other countries

 Encourage students to take notes and ask questions for clarification

 Ask students to share their own family traditions and customs, and how they celebrate their own version of Family Day

Conclusion:

 Summarize the main points of the lesson and emphasize the importance of family and the value of family traditions and customs

 Ask students to reflect on what they have learned and how they can apply it

in their own lives

about Family Day and how they can apply this knowledge to their own lives

b Project in lesson 2: Humans and the environment

Objective: By the end of this lesson, students will be able to:

 Understand the importance of environmental sustainability and the impact

of human actions on the environment

 Develop an understanding of the concept of a "green week" and its significance in promoting environmental awareness

 Plan and organize a Go Green Week event for their school community, incorporating ideas and strategies for reducing environmental impact

Materials:

 Projector or smartboard

 Laptop or computer with internet access

 Handouts with information about environmental sustainability and green week events

 Writing utensils

 Flipchart or whiteboard

Procedure:

 Write all ideas on the flipchart or whiteboard for future reference

 Research and Planning

 Assign small groups to research and plan specific activities or events for the Go Green Week Provide handouts with information on successful activities from previous Go Green Week events, as well as tips for reducing environmental impact

 Encourage groups to come up with detailed plans, including logistics, budgets, and necessary resources

 Presentation and Discussion

 After the research and planning phase, each group will present their ideas

to the class, including details of their plans and estimated costs

 Lead a class discussion about the most effective and feasible ideas for the event, and how they can be implemented in the school community

c Project in lesson 3: Music

Objective: By the end of this lesson, students will be able to:

 Develop an understanding of traditional music from different cultures

 Analyze the significance of traditional music in cultural expression and heritage

 Develop research and presentation skills through creating a presentation about a form of traditional music in Vietnam or other countries

Materials:

 Projector or smartboard

 Laptop or computer with internet access

 Handouts with information about traditional music in Vietnam or other countries

 Writing utensils

 Audio/visual equipment for music and video playback

 Research and Analysis

 Assign students to research and analyze a specific form of traditional music from Vietnam or other countries

 Provide handouts with information on the history, cultural context, and musical characteristics of the selected form of traditional music

 Encourage students to analyze the significance of the form of music in its cultural context

 Presentation and Performance

 After the research and analysis phase, each student will create a presentation about the form of traditional music they researched

 Encourage students to use audio and video clips to enhance their presentation, and to incorporate live performance if possible

 Provide guidelines for the presentation format and length and emphasize the importance of effective communication and engagement with the audience

 Discussion

 After each student has presented, lead a class discussion about the similarities and differences between the different forms of traditional music, and their cultural significance

 Encourage students to share their own musical traditions and how they relate

to the traditional music they researched

 Evaluate students' understanding of the lesson through their research, analysis, and presentation of their selected form of traditional music

 Evaluate the effectiveness of their presentation based on their communication skills and engagement with the audience

d Project in lesson 4: For a better community

Objective: By the end of this lesson, students will be able to:

 Develop an understanding of the importance of community service and volunteering

 Identify and research volunteer projects in their community

 Evaluate and compare the impact and effectiveness of different volunteer projects

 Develop communication and presentation skills through sharing information about a selected volunteer project

Materials:

 Projector or smartboard

 Laptop or computer with internet access

 Handouts with information about community service and volunteering

 Writing utensils

Procedure:

Introduction:

 Begin by discussing the importance of community service and volunteering

in creating a positive impact in the community

 Provide examples of volunteer projects and their significance in improving the community

Body:

 Brainstorming Session

 Start by brainstorming with the class on different types of volunteer projects that could be done in the community

 Encourage students to share their ideas and experiences with volunteering,

as well as their personal interests and skills that could be utilized in volunteering

 Research and Evaluation

 Assign students to research a specific volunteer project in the community

 Provide handouts with information on effective volunteer projects, including impact and sustainability

 Encourage students to evaluate and compare the impact and effectiveness of different volunteer projects, using criteria such as community need, volunteer involvement, and impact on the community

 Provide guidance on how to properly research and evaluate a volunteer project, including credible sources of information

 Provide guidelines for the presentation format and length, and emphasize the importance of effective communication and engagement with the audience

 Ask students to reflect on what they have learned and how they can apply

this knowledge to their own lives and communities

e Project in lesson 5: Invention

Objective: By the end of this lesson, students will be able to:

 Understand the importance of technology in education

 Identify and research innovative technology inventions for the classroom

 Develop communication and presentation skills through sharing information about a selected technology invention

 Plan and organize a technology fair showcasing various technology inventions for the classroom

Materials:

 Projector or smartboard

 Laptop or computer with internet access

 Handouts with information about innovative technology inventions for education

 Writing utensils

 Poster boards and art supplies for creating visual aids for presentations

 Research and Selection

 Assign students to research innovative technology inventions that can be used in classrooms

 Provide handouts with information on different types of technology and their impact on education

 Encourage students to evaluate and compare the effectiveness of different technology inventions based on criteria such as cost, practicality, and impact on student learning

 Provide guidelines for the presentation format and length

 Technology Fair Planning

 Assign groups of students to work together to plan and organize the technology fair

 Encourage them to be creative in showcasing the selected technology inventions, and to use effective communication skills to engage with visitors to the fair

 Provide guidance on how to plan and organize a successful fair, including marketing and logistics

 Technology Fair Presentation

 Host the technology fair, with each group presenting their selected technology invention to visitors

 Encourage visitors to ask questions and engage with the students to learn more about the technology inventions showcased

Conclusion: